[한글]
간호교육은 다른 교육분야와는 달리 이론의 교수(teaching )와 이것을 실제 간호에 적용할 수 있는 교육이 함께 행해지고 있다.
이론과 실제가 결코 독립적이거나 유리된 상태에서는 이루어 질 수 없으며 실제적으로 간호활동과 상호관계론 이를 때 비로서 최대의 효과를 얻게되는 것이다.
그러므로 본 연구는 간호교육의 한 중요한 부분인 임상간호교육을 담당하고 있는 임상 지도교수의 효율적인 자질을 규명하고 이에 대한 학생들의 반응을 조사하여 간호학 임상 교육발전에 도움이 되고자 시도된 것이다.
본 연구에서 사용된 질문지의 내용은 다음과 같다.
임상지도교수의 자질로서 그의 임상간호교육에 대한 지식, 준비도, 학생의 동기유발, 열의, 집단토의 지도, 융통성, 자세, 교육환경의 조성, 학생을 이해하는 정도, 학생지도 등으로 구성하였으며 이상 10개 항목의 자질은 다시 49개의 문항으로 세분하였다.
연구방법으로는 Y대학교 간호대학 학생 115명을 대상으로 하여 질문지를 돌려 평정하게 하였다.
결과는 백분율, κ-test, T-test, 상관관계 등으로 통계 처리하였다.
연구결과를 요약하면 다음과 같다.
1. 임상지도교수의 임상간호교육에 대한 지식에 관한 3문항 모두에서 그 반응은 ＂다소간 일치한다＂가 각각 가장 높은 비율을 차지하고 있다.
2. 임상지도교수의 임상간호교육의 준비도에 관한 5문항 중 그 반응은 ＂다소간 일치한
다＂가 2문항, ＂보통정도 이다＂가 3문항에서 각각 가장 높은 비율을 차지하고 있다.
3. 학생의 임상실습에 대한 동기유발에 관한 3문항 모두에서 그 반응은 각각 ＂보통정도이다＂가 가장 높은 비율을 차지하고 있다.
4. 임상지도교수의 임상실습지도에의 열의에 관한 5문항 중 그 반응은 ＂다소간 일치한다＂가 2문항, ＂보통정도이다＂가 3문항에서 각각 가장 높은 비율을 차지하고 있다.
5. 임상지도교수의 임상실습과정 중 집단토의 지도에 관한 5문항 중 그 반응은 ＂다소간 일치한다＂가 2문항, ＂보통정도이다＂가 3문항에서 각각 가장 높은 비율을 차지하고 있다.
6. 임상지도교수의 융통성에 관한 5문항 중 그 반응은 ＂보통정도이다＂가 4문항, ＂다소간 일치하지 않는다＂가 1문항에서 각각 가장 높은 비율을 차지하고 있다.
7. 임상지도교수의 자세에 관한 5문항 중 그 반응은 ＂다소간 일치한다＂가 1문항, ＂보통정도이다＂가 4문항에서 각각 가장 높은 비율을 차지하고 있다.
8. 임상지도교수의 임상교육환경의 조성에 관한 5문항 중 그 반응은 ＂다소간 일치한다＂가 4문항, ＂보통정도이다＂가 1문항에서 각각 가장 높은 비율을 차지하고 있다.
9. 임상지도교수가 학생들을 이해하는 정도에 관한 4문항 중 ＂다소간 일치한다＂가 2문항, ＂보통정도이다＂가 2문항에서 각각 가장 높은 비율을 차지하고 있다.
10. 임상실습과정에서의 학생지도에 관한 8문항 중 그 반응은 ＂다소간 일치한다＂가 2문항, ＂보통정도이다＂가 6문항에서 각각 가장 높은 비율을 차지하고 있다.
11. 임상지도교수의 자질의 각 항목별 평정은 모두 보통보다 높은 점수를 나타내고 있다.
12. 임상지도교수의 각 자질간의 상관성에서는 각 항목간의 상관성이 큰 것으로 나타났다. ( p= 0.001 )
위의 결과로 보면 임상지도교수는 임상간호교육에 관한 전문적인 지식을 갖추고 있고 인간관계에 있어 학생을 잘 이해하며 안정된 환경에서 임상실습지도를 하고 있다.
한편 학생들에게 요구되는 것은 학생으로 하여금 입상실습에 대한 의욕을 불러 일으켜주기 위한 경험을 갖게하는 것과 학생들의 요구에 따라 임상실습 지도의 방향을 융통성있게 조절하여 주는 것이었다.
A Study on the Attitude of the Clinical Nursing Instructor
Chung, Hyun Sook
Department of Nursing The Graduate School Yonsei University
(Directed by Professor Chung, Hyun Sook)
Clinical learning experience should be given to students consistent with theory
which they learned. The characteristics of clinical instructors influence on
accomplishmer of students' learning experience. This study attempted to find out
clinical instructors' attitudes influencing on Students' learning experience.
The purposes of this study are as follows .
1. To identify the characteristics of the clinical instructor.
2. To investigate students' reaction to the characteristics of clinical
instructor according to modified the Teacher Quality Evaluation Scalds developed by
Yong Horn Park.
3. To investigate the correlation each one characteristic of the clinical
instructor with others.
The tool used in this study was modified the teacher Quality Evaluation Scalds
developed by Yong Horn Park. The Questionnaire was included following ten
categories. Knowledge about clinical nursing instruction degree of readiness,
motivation of students, earnestness, conduct the conference, flexibility,
attitudes, set up the environment for clinical instruction, degree of students
understanding, instruction of students. Above mentioned characteristics of ten
categories are devided into forty-nine items.
The subject of the study was 115 students of College of Nursing, Y. University.
Analysis of the data was carried out with percentage, Ｘ**2-test, T-test, and
Correlation.
The result of this study are as follows.
1. The response of three items concerning with the knowledge about clinical
instruction of clinical instructor is ＂almost agree＂ with highest rate each item.
2. The response of five items concerning with the degree of readiness of clinical
instructor are two items ＂almost agree＂ and three items ＂neutral＂ with highest
rate.
3. The response of three items concerning with the motivation of the students is
＂almost agree＂ with highest rate each item.
4.The response of five items concerning with the earnestness of instruction of
students are two items ＂almost agree＂and three items ＂neutral＂ with highest
rate.
5. The response of five items concerning with conduct the conference of clinical
instructor are two items ＂almost agree＂and three items ＂neutral＂ with highest
rate.
6. The response of five items concerning with flexibility of clinical instructor
are four items ＂neutral＂ and one item ＂almost agree＂ with highest rate.
7. The response of five items concerning with attitudes of clinical instructor
are one items ＂almost agree＂and four items ＂neutral＂ with highest rate.
8. The response of five items concerning with set up the environment for clinical
instructor are four items ＂almost agree＂and one items ＂neutral＂ with highest
rate.
9. The response of four items concerning with degree of students understanding of
clinical instructor are two items ＂almost agree＂and t재 items ＂neutral＂ with
highest rate.
10. The response of eight items concerning with instruction of students are two
items ＂almost agree＂and six items ＂neutral＂ with highest rate.
11. All grades of each item concerning with the characteristics of clinical
instructor appears higher then average.
12. Correlation of characteristics of clinical instructor, correlation of each
category appears high.
According to the above result, clinical instructors have professional knowledge
about clinical instruction and understand the students very well with respect to
interpersonal relation and instruct the clinical practice in stable environment.
The students want to have learning experience to stimulate their desire to learn.
The direction of clinical instruction should be coordinated according to students'
need with flexibility.
[영문]
Clinical learning experience should be given to students consistent with theory which they learned. The characteristics of clinical instructors influence on accomplishmer of students' learning experience. This study attempted to find out
clinical instructors' attitudes influencing on Students' learning experience.
The purposes of this study are as follows .
1. To identify the characteristics of the clinical instructor.
2. To investigate students' reaction to the characteristics of clinical instructor according to modified the Teacher Quality Evaluation Scalds developed by Yong Horn Park.
3. To investigate the correlation each one characteristic of the clinical instructor with others.
The tool used in this study was modified the teacher Quality Evaluation Scalds developed by Yong Horn Park. The Questionnaire was included following ten categories. Knowledge about clinical nursing instruction degree of readiness, motivation of students, earnestness, conduct the conference, flexibility, attitudes, set up the environment for clinical instruction, degree of students
understanding, instruction of students. Above mentioned characteristics of ten categories are devided into forty-nine items.
The subject of the study was 115 students of College of Nursing, Y. University. Analysis of the data was carried out with percentage, Ｘ**2-test, T-test, and Correlation.
The result of this study are as follows.
1. The response of three items concerning with the knowledge about clinical instruction of clinical instructor is ＂almost agree＂ with highest rate each item.
2. The response of five items concerning with the degree of readiness of clinical instructor are two items ＂almost agree＂ and three items ＂neutral＂ with highest rate.
3. The response of three items concerning with the motivation of the students is ＂almost agree＂ with highest rate each item.
4.The response of five items concerning with the earnestness of instruction of students are two items ＂almost agree＂and three items ＂neutral＂ with highest rate.
5. The response of five items concerning with conduct the conference of clinical instructor are two items ＂almost agree＂and three items ＂neutral＂ with highest rate.
6. The response of five items concerning with flexibility of clinical instructor are four items ＂neutral＂ and one item ＂almost agree＂ with highest rate.
7. The response of five items concerning with attitudes of clinical instructor are one items ＂almost agree＂and four items ＂neutral＂ with highest rate.
8. The response of five items concerning with set up the environment for clinical instructor are four items ＂almost agree＂and one items ＂neutral＂ with highest rate.
9. The response of four items concerning with degree of students understanding of clinical instructor are two items ＂almost agree＂and t재 items ＂neutral＂ with highest rate.
10. The response of eight items concerning with instruction of students are two items ＂almost agree＂and six items ＂neutral＂ with highest rate.
11. All grades of each item concerning with the characteristics of clinical instructor appears higher then average.
12. Correlation of characteristics of clinical instructor, correlation of each category appears high.
According to the above result, clinical instructors have professional knowledge about clinical instruction and understand the students very well with respect to interpersonal relation and instruct the clinical practice in stable environment.
The students want to have learning experience to stimulate their desire to learn.
The direction of clinical instruction should be coordinated according to students' need with flexibility.